A EJA nos cursos de licenciatura em matemática: um olhar para a formação inicial de professores de matemática do Rio Grande do Norte

Abstract

This work investigates the initial training of Mathematics teachers to work in Youth and Adult Education (EJA), focusing on the curricular structures of Mathematics Degree courses in the state of Rio Grande do Norte. The research includes documentary analysis, an interview with a teacher who teaches Mathematics at EJA in the public network of Rio Grande do Norte and a questionnaire applied to students completing the Mathematics Degree course at CERES – UFRN. The results indicate the absence of specific subjects focused on EJA in the curricula analyzed, highlighting training gaps that negatively impact teacher preparation. Furthermore, the interview highlighted challenges such as the lack of infrastructure, specific teaching materials and adequate pedagogical support. The study proposes the inclusion of subjects focused on EJA in Degree courses, as a way of promoting a more inclusive and effective education, aligned with the demands of this public, thus producing Social Justice